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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
for the guidance of teachers
9696 GEOGRAPHY
9696/31
Paper 31 (Advanced Human Options),
maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
•
CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2010 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
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MARK SCHEME for the May/June 2010 question paper
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GCE Advanced Subsidiary Level and GCE Advanced Level
Page 2
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
Production, location and change
1
(a) Describe and explain how physical factors influence agricultural land-use and
practices on farms. Support your response with examples.
[10]
An open question to allow candidates to use the material that they have.
For physical factors accept land (topography, soil, quality, extent, accessibility, etc.); climate
(temperature, precipitation, humidity, seasonality, winds, etc.) and hazards (extreme weather,
droughts and floods, pests and diseases, instability, etc.). Accept all farm systems: arable,
pastoral or mixed; subsistence or commercial, and special cases, such as glasshouses,
hydroponics, etc., if known.
Most candidates are likely to develop an opportunities/constraints, or benefits/limitations, kind
of response. The ability to recognise different outcomes should be rewarded. Mark on
overall quality, not seeking comprehensive answers, bearing in mind the three bands of
marks and levels of response: 0–4, 5–7 and 8–10. For a general response without
examples, max. 6.
(b) ‘Profit is the greatest motivation for agricultural change.’ With reference to one or
more examples, how far do you agree?
[15]
Clearly much will depend on the nature of the case study (syllabus 1.2); although the
economic motive is powerful, so too are avoiding hunger and starvation, and political ends.
The response may be at the level of the country and/or the level of the producer. Better
responses may show some appreciation of the positive feedback loop into agricultural
production and the spill over of the money which is made into other areas e.g. housing,
education, standard of living, leisure, etc.
Candidates will probably:
L3 Structure their response as an assessment, show detailed knowledge, a high level of
conceptual understanding of agricultural change and argue convincingly, using the
example(s) effectively.
[12–15]
L2 Produce a sound response, which may be good in parts, but which remains limited in
overall detail or development. May agree largely with the statement, rather than focus
on extent, or sandwich a satisfactory explanatory response between some evaluative
comments.
[7–11]
L1 Make a basic answer which may show faulty understanding of the profit motive, little
exemplar knowledge and/or a lack of time. Make one or more valid points but offer little
or no assessment. Notes and fragments remain in this level.
[0–6]
[Total: 25]
© UCLES 2010
Page 3
2
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
(a) Fig. 1 shows a plan of the Gateway City Industrial Estate in Thailand, an LEDC in Asia,
in 2008.
Using evidence from Fig. 1 and your own knowledge, describe the characteristics of
industrial estates which make them attractive locations for many manufacturing and
service industries.
[10]
Some characteristics are visible in or discernible from the plan, others are not. Likely
observations include the provision or availability of:
-
suitable plots, with potential for expansion
shell buildings
good road access
environmental services (water, power, waste disposal, etc.)
24 hour security
actual or potential on-site linkages
subsidies or financial incentives
agglomeration economies
prestige
promotion
other
Mark on overall quality, bearing in mind the three bands of marks and levels of response:
0–4, 5–7 and 8–10. For a response derived from Fig. 1, without the integration of a
candidate’s own material, max. 6 if done well.
(b) With reference to industrial change in one country, explain what are considered to be
either the main successes or the main failures.
[15]
A permissive framework to allow candidates to make the best use of the case study they
have. The explanation may be both of the achievement, or lack of it, and the viewpoint of the
group(s) of people concerned. The timescale is open and responses may be quite recent,
although the syllabus dateline is 1970. In the case of both success and failure being
attempted, or more than one country being taken, please mark each account separately and
credit the better one.
Candidates will probably:
L3 Use detailed knowledge of industrial change in the chosen country as the basis for a
strong and well-structured explanation of success/failure from the viewpoint of more than
one group of people.
[12–15]
L2 Demonstrate reasonable to good knowledge and understanding of industrial change in
the chosen country. Explain success/failure in a partial or limited way, maybe from one
viewpoint.
[7–11]
L1 Find it difficult to make more than descriptive comments about industrial change and
statements of success/failure. Offer a response of basic quality which is loose and may
remain quite general to the chosen country. Notes and fragments remain in this level.
[0–6]
[Total: 25]
© UCLES 2010
Page 4
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
Environmental management
3
(a) Explain why there is an increase at the global scale in the percentage of energy
produced from renewable sources.
[10]
It is likely that responses will be couched in terms of the disadvantages or limitations of nonrenewables, and the advantages or benefits of renewables. Likely considerations include,
-
potential, availability and time scale e.g. depletion of fossil fuels
environmental impacts
economic issues e.g. investment and funding
policies and political decisions
public concerns and pressure groups
flexibility of renewables for LEDCs (scale, cost, sites, etc.)
other
Mark on overall quality, not seeking comprehensive answers, bearing in mind the three
bands of marks and levels of response: 0–4, 5–7 and 8–10. There is no specific requirement
for exemplar support, but see QP cover.
(b) Assess the success of one named located scheme to produce electrical energy.
[15]
Candidates are free to use any example that they have. The success of the scheme may be
judged in a number of ways, or dimensions, for example,
-
environmental
economic
social
political
what impacts does it have? resource use?
is it cost-effective? profitable? a stimulus to growth? meeting demand?
how has it affected the standard of living? local communities?
does it achieve its objectives? bring prestige? attract criticism and
protests?
It is particularly creditable to consider success from the viewpoints of different groups of
people and to identify conflicts of interest, e.g. for an HEP station: government, landowners,
local residents, consumers, fishermen, etc. (AO 4.3)
Candidates will probably:
L3 Structure their whole response as an assessment, combining detailed knowledge of the
scheme, with high quality conceptual understanding. Recognise the perspectives of two
or more groups of people.
[12–15]
L2 Provide a response of sound quality which may be good in parts or as far as it goes.
Give a satisfactory, but limited, assessment which may not be integrated with the rest of
the answer.
[7–11]
L1 Struggle to deal with the topic through lack of knowledge of a suitable example. Make
one or more basic points about power production. Take a descriptive approach, offering
little or no effective assessment. Notes and fragments remain in this level.
[0–6]
[Total: 25]
© UCLES 2010
Page 5
4
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
(a) Tables 1A and 1B give information about the greatest changes in forest area, by
country, 2000–2005.
(i) Compare the information given in Tables 1A and 1B.
[5]
The losses and gains vary in magnitude and location. A number of approaches are
possible, for example:
magnitude: losses exceed gains overall and rank by rank, with the exception of China
(+4058, in large-scale afforestation programmes);
location: Africa dominates the losses (6 countries), but Europe the gains (5). Asia has 2
countries on each list, including the second greatest loss (Indonesia) and the greatest
gain (China). The Americas are diverse, etc.
A full response has elements of comparison and of support from the tables (locations,
data).
(ii) Suggest reasons why there is global concern about the loss of forests.
[5]
Reasons are multiple, and include issues of global warming, forests’ role in the
hydrological cycle/atmospheric circulation and nutrient cycling, loss of biodiversity,
ecological impacts of loss of forest habitats, soil erosion, fuelwood supplies, etc.
Comprehensive answers are not required for the modest mark allocation. Mark on
overall quality of conception and environmental understanding. For one reason, max. 2.
(b) With the help of one or more examples, consider why it is difficult to stop
environmental degradation and to improve environmental quality.
[15]
A straightforward question about challenges, difficulties and constraints, to allow candidates
to use the example(s) they have. Indicators of quality may include the consideration of a
range of interacting factors (physical, economic, social, political) and the interests of different
groups of people. The two elements (to stop, to improve) may be taken together or
separately.
Candidates will probably:
L3 Produce a high quality response, well-founded in detailed knowledge of the chosen
example(s).
Impress by overall perspective.
Demonstrate strong conceptual
understanding and structure the response well.
[12–15]
L2 Develop a response of sound quality which is good in parts but which remains limited in
perspective or exemplar detail. At the lower end may consider difficulty quite broadly.
[7–11]
L1 Make one or more basic observations about difficulties. Respond quite generally or
descriptively. Fragmentary and note-form responses remain in this level.
[0–6]
[Total: 25]
© UCLES 2010
Page 6
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
Global interdependence
5
(a) Describe and briefly explain the global inequalities in the major trade flows of oil
shown in Fig. 2.
[10]
The description offered ideally refers to sources and destinations and is supported with
locations and data from the figure. Comprehensive answers are not required and it is likely
that most attention will be given to the highest and lowest values given the term inequalities.
The syllabus requires the study of global inequalities in trade flows and visible trade, but does
not specify oil.
In the brief explanation, candidates ideally build up a number of factors or reasons in relation
to both supply, such as resource endowment or the role of OPEC, and demand, such as level
of economic development or energy policy.
There is no separation of marks for the two elements (describe/explain), but, instead,
please mark on overall quality, bearing in mind three levels of response and the mark bands
of 0–4, 5–7 and 8–10.
(b) Outline the role of the World Trade Organization (WTO) and, with the help of one or
more examples, evaluate its work.
[15]
At its simplest the role of the WTO is to supervise world trade and to liberalise it to promote
economic growth. This it does for the 153 member countries (2008). The WTO deals with
the rules of trade between nations. It is responsible for negotiating and implementing new
trade agreements, and for policing member countries' adherence to existing ones.
Any example(s) may be used; the Doha round may feature, but candidates may have their
own specific examples, for example the Lomé convention on bananas.
The evaluation may be of aspects such as freer fairer trade, the viewpoints of MEDCs and
LEDCs, issues of alleged systemic bias, protection, tariff removal, etc. Please mark flexibly
allowing candidates to make best use of the material that they have.
Candidates will probably:
L3 Provide a clear outline and a high quality evaluation of the WTO’s work. Demonstrate
strong conceptual understanding of world trade and convince by their ‘big picture’
perspective. Use detailed exemplar material effectively and structure the response well.
[12–15]
L2 Produce a response of satisfactory to good quality. Show suitable knowledge of an
example or examples and fair to good understanding of trade, but make a response
which remains limited or partial in one or more ways (perspective, detail, evaluation or
structure).
[7–11]
L1 Make a few basic points about the WTO, which may remain descriptive and involve little
or no effective evaluation of its work. May write generally, or fail to interpret the question
appropriately? Simply offer fragments or notes.
[0–6]
[Total: 25]
© UCLES 2010
Page 7
6
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
(a) Using examples of tourist destinations:
(i) explain the concept of carrying capacity;
[6]
Carrying capacity is an ecological term meaning the maximum number of tourists that
the resources of a destination can support. It can mean,
-
physical capacity e.g. bed spaces, physical space without overcrowding such as on
pavements or a beach
service capacity e.g. water, power, parking spaces
psychological capacity in relation to the quality of the tourist experience and the
perceptions of locals
environmental capacity i.e. before damage is sustained to any environment e.g.
coast, urban heritage
The number of tourists supportable may differ with the definition used.
Any examples may be used to support the response. Mark on overall quality, for a
response without examples, max. 3.
(ii) identify some of the circumstances under which carrying capacity may be
exceeded.
[4]
Credit any circumstances, for example, in relation to,
-
timescale, such as peak season, public holidays, weekends
promotion, such as special events, media attention, fashion
unplanned circumstances, such as two cruise ships arriving at one island at the
same time, a lack of regulation or control
Different approaches are possible but a full answer could consist of two developed
circumstances supported by examples.
(b) Assess the extent to which one or more ecotourism initiatives have achieved the aims
of conserving the environment and empowering the local community.
[15]
‘Environmental conservation and community empowerment’ is the slogan of an organisation
in Indonesia, but the twin aims are common in ecotourism.
The assessment may cover what has and has not been achieved: credit the recognition of
outcomes which vary spatially, or between community groups.
Candidates will probably:
L3 Structure the whole response as an assessment, make effective use of one or more
detailed examples. Demonstrate strong conceptual understanding of both aims in a
reasonably balanced manner.
[12–15]
L2 Provide a response of sound to good quality which is fine as far as it goes, but which
remains underdeveloped in detail, or in the assessment offered.
May focus more on one aim – the environmental one?
[7–11]
L1 Offer more of a description than an assessment. Make one or more simple observations
about the environment and/or the community. Offer a generalised piece, or show limited
or faulty recall.
[0–6]
[Total: 25]
© UCLES 2010
Page 8
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
Economic transition
7
(a) Fig. 3 shows changes in the percentage share of world GDP for selected countries and
world regions between 1980 and 2006.
Describe, and suggest reasons for, the trends in Fig. 3.
[10]
For the description, candidates should identify strong increase in China and the upward trend
in Rest of Asia on the one hand, and significant decline in the EU’s percentage share, and
smaller ones in the USA’s and Japan’s, on the other.
For the reasoning, candidates are likely to set the context of the restructuring of the world
economy and the global shift in patterns of production, for example, in the emergence of
China and of India and NICs in ‘Rest of Asia’.
It is also valid, but not necessary, to consider,
-
the index (GDP) and what it measures
the use of relative data (%), rather than absolute data
the omission of other parts of the world, e.g. South America
Mark on overall quality, not seeking comprehensive answers, bearing in mind the three
bands of marks and levels of response: 0–4, 5–7 and 8–10. Whilst the description of trends
is, ideally supported by close reference to Fig. 3, the reasons may legitimately be broad and
more general, if the candidate chooses.
(b) How far do you agree that government initiatives are the key to economic success in
newly industrialised countries (NICs)?
[15]
The context may be any NICs: Asian Tigers, Brazil, some European countries, etc. The
literature emphasises the government’s role and initiatives in a number of areas, e.g.
establishing EPZs, offering financial incentives, investing in education and skills training,
restricting trades unions, etc. Candidates are, however, likely to acknowledge that success is
derived from more than this, and to identify and assess ‘other factors’, e.g. the workforce,
TNCs’ cost differentials, the changing global economy, supranational bodies, etc. Overall
judgement is for the candidate on the basis of the evidence and argument offered.
Candidates will probably:
L3 Offer a convincing assessment which does not need to be comprehensive to impress by
its ‘big picture’ perspective, diverse examples and strength of approach to NICs’
success.
[12–15]
L2 Provide a response of sound quality, which may be good in parts, but which remains
limited in knowledge and understanding of NICs, and partial in assessment. For a
response on one NIC, max. 10.
[7–11]
L1 Make one or more basic observations about NICs. Struggle to select and apply their
material in response to the question set. Answer generally and/or descriptively, offering
little or no effective assessment.
[0–6]
[Total: 25]
© UCLES 2010
Page 9
8
(a)
Mark Scheme: Teachers’ version
GCE AS/A LEVEL – May/June 2010
Syllabus
9696
Paper
31
(i) Explain the term core-periphery in relation to regional development.
[3]
The core is the most developed region (socially and economically);
the periphery is less developed and may be disadvantaged socio-economically. The
two are linked by flows of people, labour, materials, capital, etc. and a gradient may
exist, as levels of development, economic activity, prosperity, etc. decrease from core to
periphery.
(ii) Describe the characteristics of core areas which encourage their dominance.
[7]
A range of characteristics in different dimensions are creditable, including,
environmental resources, location/accessibility
historical
initial development, colonial legacy
social
education, media, elite groups
economic
success, investment, institutional framework e.g. banks, infrastructure
political
seat of government, prestige, corruption
A full response develops characteristics in two or more of the above dimensions in
relation to the dominance of the core. Any context (MEDC or LEDC) is acceptable.
(b) To what extent can regional disparities, within one or more countries you have
studied, be explained in terms of core and periphery?
[15]
Candidates are free to use the example(s) they have and any conceptual framework. Whilst
core and periphery may be explored and of some usefulness, other elements (such as the
upward transition and resource frontier regions) may help, as may a range of ‘other factors’,
such as the nature of the physical environment, economic zones, political policy, federal
structures, etc.
Candidates will probably:
L3 Develop an effective assessment of regional disparities in the chosen country or
countries, both in terms of core and periphery and other factors. Base their evaluation
on detailed evidence and show strong conceptual understanding of development.
[12–15]
L2 Produce a sound response which lacks full development, but which may be good in
some respects. May approach the topic broadly, or ‘top and tail’ a narrative piece with
some assessment.
[7–11]
L1 Make a descriptive response and offer little or no effective assessment. Write loosely of
quite generally about development. Show faulty recall or understanding of regional
disparities and/or core and periphery. Note- form and fragmentary responses remain in
this level.
[0–6]
[Total: 25]
© UCLES 2010